Science communication includes the efforts of natural, physical and social scientists, communications professionals, and teams that communicate the process and values of science and scientific findings to non-specialist audiences outside of formal educational settings. The goals of science communication can include enhanced dialogue, understanding, awareness, enthusiasm, improving decision making, or influencing behaviors. Channels can include in-person interaction, online, social media, mass media, or other methods. This session invites presentations by individuals and teams on science communication practice, research, and reflection, addressing questions like:
- What kind of communication efforts are you engaging in and how you are doing it?
- How is social science informing understandings of audiences, strategies, or effects?
- What are lessons learned from long-term communication efforts?

This session, run at both AGU and EGU, invites you to share your work and join a community of practice to inform and advance the effective communication of earth and space science.

Interdisciplinary collaboration between artists and geoscientists are becoming increasingly invaluable in communicating complex geoscience subjects to non-experts. Topics such as climate change can be contradictory and confusing to the general public, particularly in terms of uncertainty and impact. It is therefore vital that STEM communicators work to find alternative methods to enable dialogue between experts and the wider public on how to face and respond to these increasingly prevalent topics. It is becoming increasingly evident that both the scientific and the artist communities have a shared interest and responsibility in raising awareness of the limits to our planetary boundaries and the fragile stability and resilience of our Earth-System. In the past, this issue has been addressed mostly through traditional educational methods. However, there is mounting evidence that science-art collaborations can play a pivotal and vital role in this context by co-creating new ways of research and by stimulating the discussion by providing emotional and human context through the arts.

This session will combine a traditional academic poster session showcasing interdisciplinary research which will explore the dialogues between the geosciences and the arts alongside a display of art that aims to visually showcase these practises in action. Through symbiotically mixing STEM and the arts together in this way, the session aims to enable a discussion on how to use the two to explore and communicate the social, economic, political and environmental factors facing society and drive improved communication. In this edition, there will be a special spotlight on science/art collaboration that has been used to tackle the topic of planet sustainability.

Games have the power to ignite imaginations and place you in someone else’s shoes or situation, often forcing you into making decisions from perspectives other than your own. This makes them powerful tools for communication, through use in outreach, disseminating research, in education and teaching at all levels, and as a method to train the public, practitioners and decision makers in order to build environmental resilience.
Games can also inspire innovative and fun approaches to learning. Gamification and game-based approaches add an extra spark of engagement and interaction with a topic. Gaming technology, like virtual reality, transports and immerses people into new worlds providing fascinating and otherwise impossible experiences for learners.
In this session we welcome contributions from anyone who has used games, gaming technology, and/or game-based approaches in their research, their teaching, or public engagement activities.
Celebrating its fifth year, the session will be supported by the legendary Games4Geo Games Night providing an opportunity to share and try games presented in this session. We welcome continuation of discussions in our Discord server - https://discord.gg/teQXBh5

The work of scientists does not end with publishing their results in peer-reviewed journals and presenting them at specialized conferences. In fact, one could argue that the work of a scientist only starts at this point: outreach. What does outreach mean? Very simply, it means to engage with the wider (non-scientific) public about science. There are many ways to do outreach, including blogging and vlogging, using social media, writing for a science dissemination journal, participating as a speaker at local science festivals, organising open days in the laboratory, and so on.

With this short course, we aim to give practical examples of different outreach activities, how to start an outreach project and tips and suggestions from personal and peers’ experiences. Specific attention will be paid to science communication issues, including the proper ‘translation’ of the jargon of science into language the public understands, the selection of the content being conveyed, and the best format in which it is presented according to the different targets (policymakers, the general public, school-age children, etc.).
In the last part of the course, you will work singularly to come up with an outreach idea based on your research. You may use it on your next proposal; you never know!

Poetry can be a very effective tool in communicating science to a broader audience, and can even help to enhance the long-term retention of scientific content. During this session, we will discuss how poetry can be used to make your science more accessible to the world, including to your colleagues, your family, your friends, and other publics.

We aim to maximise empowerment and minimise intimidation, and in this fully interactive session, participants will have the opportunity to work on poems that help to communicate their research, and will be provided with feedback and advice on how to make them more effective, engaging and empathetic.

Strengthening society’s resilience and enabling people to better handle natural disasters is a joint endeavor various international frameworks pursue (e.g., Sendai Framework, Paris Agreement). An important role in enhancing resilience plays the appropriate and effective communication of information before, during and after an event. To this end, one has to know its audiences, build relationships with involved stakeholders and iteratively develop and test different communication products and services. Good communication is tailored to its audiences and motivates them to take preventive and even life-saving actions.

This session aims at gaining a better understanding of how to best communicate dynamic hazard and risk information to various non-expert stakeholders in the respective field including the public, decision makers or critical infrastructure owners. Welcomed are submissions exploring different means for sharing hazard and risk information related to earthquakes and other natural or anthropogenic hazards taking into account different aspects (e.g. format, medium, stakeholders, cultural context, temporality, uncertainties). Of special interest are submissions that discuss the dynamics of hazard and risk information as crises evolve and different approaches might be needed at different stages. Of particular interest are contributions related to information supporting people in taking immediate actions as well as case studies or best practices at different stages of the hazard and risk cycle.

We invite everyone dealing with hazard and risk communication at any stage of the hazard and risk cycle to hand in a contribution, namely researchers, practitioners, journalists, educators, and policy makers. The diversity of participants will enrich the discussions of this session.

Climate change (CC) and ocean degradation (OD) are among the greatest threats to humanity. Climate impacts the ocean in massive ways; the ocean is the climate’s most powerful regulator. Separately or combined, they impact every living being and ecological niche, with poorer communities suffering disproportionately. In turn, flora and fauna (incl humans) are suffering. CC and OD are affecting the cryosphere, biodiversity, and food and water security. Given that humans are the prime cause of this devastating change taking us beyond our planetary boundaries, geoethical issues come to the fore.

The 2020 EGU Declaration of the Significance of Geoscience highlights the need for massive and widespread action to help people around the world to become literate about the changes affecting their and their offsprings’ and communities’ lives. The more people are literate about these changes, the more they can make informed decisions, adapt and mitigate. Previous General Assemblies have addressed climate change literacy (CL). Ocean literacy (OL) has developed strongly in recent years, especially with impetus from the UN Ocean Decade. Ocean-climate literacy (OCL) is an imperative that needs to be addressed massively and urgently, both within and beyond the EGU.

We invite colleagues to submit contributions on any aspects of OCL; this can, of course, include CL (without the ocean) and OL (without the climate). We welcome papers related, eg, to learning processes/experiences, instructional materials, curricular innovation, learning games, citizen initiatives, Ocean Decade activities, evaluation, well-used methods, novel approaches and policies, eg, 1. make OCL an essential component in all subjects and at all levels of education; 2. require all people in positions of responsibility (eg, mayors, teachers, doctors, CEOs, ministers, et al) to pass exams on the basics of climate and/or ocean before taking office. Of particular interest are literacy actions that bring in geoethical dimensions. (If your paper is primarily on geoethics, then a better home is the EGU session on geoethics.) The broad aims of such OCL might include encouraging an intergenerational outlook, developing a sense of the geoethical dimensions of OCL, understanding complexities and implementing solutions.

This session is an opportunity for ECSs, scientists, educators, policy influencers, learning resource developers and other practitioners to share their experience, expertise and research on CL and OL.

In this session we encourage contributions of general interest within the Higher Education community which are not covered by other sessions. The session is open to all areas involving the teaching of geoscience and related fields in higher education. Examples might include describing a new resource available to the community, presenting a solution to a teaching challenge, pros and cons of a new technique/technology, linking science content to societally relevant challenges/issues, developing critical thinking skills through the curriculum and effective strategies for online/remote instruction and/or hybrid/blended learning.

The Covid-19 pandemic constrained many educational institutions to virtual learning environments and significantly reduced in person delivery. This was particularly difficult for subjects focused on acquiring practical skills conventionally taught through hands-on methods (labs, practicals, field courses etc). Consequently, novel approaches have been developed to maintain learning outcomes.

This session is an opportunity for scientists, educators, and other practitioners to share and explore the creative and innovative ways practical teaching has been implemented within a geosciences environment.

This may be the first time you are presenting at a big international meeting. Or the 37th. You want to do a good job – to promote your work, to get that postdoc position, to secure an invited talk at the next conference. And the experts in the field will be there, those whose papers you read and whom you admire or want to impress. You do not want to waste their time. But you are nervous – heart pounding, knees shaking, red spots all over your face, hands sweaty and trembling – and to make things even worse, all the other people in your session give splendid talks. It is your turn next, you will have to get up and walk to the podium (will your legs carry you?), you will have to give your talk (will your voice be ok?), and you will have to answer questions (what if you cannot answer, or do not understand them?). Applause. You have no idea what the person just talked about. But considering the applause it must have been great. Your talk will be a mess. The convener is calling your name. Can you do it?
This course deals with what scientists normally do not talk about – giving presentations, often in a foreign language, is scary and stressful. We have all been there. We will share strategies how to deal with it. And we will provide a platform for the questions you did not dare ask your supervisor.

Following the success of previous years, this session will explore reasons for the under-representation of different groups (cultural, national and gender) by welcoming debate among scientists, decision-makers and policy analysts in the geosciences.

The session will focus on both obstacles that contribute to under-representation and on best practices and innovative ideas to remove those obstacles. Contributions are solicited on the following topics:

- Role models to inspire and further motivate others (life experience and/or their contributions to promote equality)
- Imbalanced representation, preferably supported by data, for awards, medals, grants, high-level positions, invited talks and papers
- Perceived and real barriers to inclusion (personally, institutionally, culturally)
- Recommendations for new and innovative strategies to identify and overcome barriers
- Best practices and strategies to move beyond barriers, including:
• successful mentoring programmes
• networks that work
• specific funding schemes
• examples of host institutions initiatives
- COVID- related data, discussions and initiatives
This session is co-organised with the European Association of Geochemistry (EAG) and the European Research Council (ERC).

Sexual and racial harassment and other hostile behaviors, including bullying and other forms of discrimination and incivilities, have wide-ranging detrimental effects on mental and physical wellbeing, including anxiety, depression, and physiological responses akin to trauma, and can result in decreased motivation and work productivity. The tolerance of hostile behaviors can affect the community beyond the individual or individuals being targeted, and create negative work environments in entire research groups and departments. Traditional hierarchical structures within academia that create strong power imbalances allow for the potential for abuse in research and educational environments. Despite this, scientists often do not receive mentoring or training in how to address, respond to, and prevent these types of behaviors. Questions including “What behaviors are appropriate at work?”, “How do we create a work environment where people of different age, gender and sexual identity, culture, religion, ethnic origin and social class feel respected and included?” and “What can I do personally against bullying and sexual harassment at work?” are important topics that are not discussed enough in academia. Promoting conversations about these topics and identifying ways to prevent unwanted behavior are important steps towards building respectful and productive work environments.
This interactive short course explores academic practices and institutional structures that allow for harassment and other hostile behaviors to persist, discusses initiatives to address harassment as scientific misconduct, and provides training in personal intervention strategies to protect and support targets of harassment through real world scenarios. As a result of this session, participants will be able to identify:
(1) Different ways in which harassment can manifest in research environments;
(2) Strategies for bystander intervention, and
(3) Resources for cultural change in the office, laboratory, at conferences and in field settings.
This workshop was developed by ADVANCEGeo (serc.carleton.edu/advancegeo) with a U.S. National Science Foundation ADVANCE Partnership award in collaboration with the Earth Science Women's Network, the Association for Women Geoscientists and the American Geophysical Union. We welcome participants from a diverse background of Geosciences, career stages and countries.

How can geosciences serve society in addressing global anthropogenic changes, such as climate change, hazards and risks, natural resources exploitation? Which is the societal role geoscientists play within society? How much ethics is important in geosciences?
These are only some of the fundamental questions that modern geoscientists, aware of the ethical implications of their profession, should ask themselves.
As any scientist, geoscientists have responsibilities in developing excellent science and international cooperation, as well as in communicating scientific knowledge to different stakeholders. Specifically, geoscientists have great responsibility in creating methods and technologies for assuring people’s safety and a responsible use of planet Earth as entity and of its georesources, to guarantee public welfare and sustainable life conditions for present and future generations.
The complexity of the world and problems affecting it requires interdisciplinary approaches and cooperation, capable of synthesizing a range of knowledge, methods, tools. This is one of the goals of promoting geoethical thinking.
The purpose of this session is to create an opportunity for thinking and discussing about ethical, societal and social implications of global problems investing issues at the intersection between geosciences, humanities, and social sciences, with the objective of framing global anthropogenic changes as the crisis of the 21st century.
Conveners invite colleagues to confront on these topics from their professional perspectives, by presenting concepts, investigations, experiences, methods, problems, practices, case studies on ethical, societal and social perspectives to address global warming, exploitation of natural resources, risk reduction, conservation of geoheritage, science communication and education, to provide food for thought and create connections between different disciplinary fields, with the aim to build a genuine interdisciplinary community.
This session celebrates 10 years since the foundation of the IAPG - International Association for Promoting Geoethics (https://www.geoethics.org), and is co-sponsored by AGU - American Geophysical Union, CIPSH - International Council for Philosophy and Human Sciences, and IUGS - International Union of Geological Sciences.

Rationale
The proper and deep education on ethical issues in geosciences has been evolving in recent times, although not as quickly and deeply as necessary. Many of the professionals dedicated to Earth Sciences have been not in touch with such new concepts and tendencies. Geoethics is the research and reflection on the values that underpin appropriate behaviors and practices, wherever human activities interact with the Earth system. It provides a framework to define ethical professional behaviors in Earth sciences and engineering and to determine how these should be put into practice for the benefit of environment and society. The Short Course is directed towards introducing and training Earth scientists in those new concepts and ideas as well as exposing the perspectives of this field. Social-ecological Systems and the anthropic impact on land, ocean, and atmosphere are at the cores issues to be discussed under the umbrella of geoethics, as a tool to cope with Climate Changes and other earth-society related challenges.

Completing this course, participants
1. Will know the basic principles of ethics and how these lead to geoethics
2. Will be aware of the dilemmas involved in making geoethical decisions
3. Will have gained some experience in taking a geoethical approach to real world cases

Course Content: (provisional):
1. From Ethics to geoethics: definition, values, tools
2. Responsible conduct of research and professionalism
3. Tools for confronting (geo)ethical dilemmas
4. Geoethics for society: sustainable development and responsible mining
5. Geoethics in natural hazards
6. Education challenges in geoethics
7. Geoethics in geoscience communication
8. Recent developments in geoethical thinking
9. Perspectives of geoethics
10. Geoethics’ case studies: Water Management, Ocean Governance, etc.

In recent years, the geoscience community has been making strides towards making our science more open, inclusive, and accessible, driven both by individual- or community-led initiatives. Open-source software, accessible codebases and open online collaboration resources (such as GitHub, VHub, etc.) are becoming the norm in many disciplines. The open-access publishing landscape has been changing too: several geoscience journals have defined data availability policies, and many publishers have introduced green and gold open-access options to their journal collections. Pre-print servers and grassroots diamond open-access journals are changing the readiness with which scholarly content can be accessed beyond the traditional paywall model.


However, good scientific practice requires research results to be reproducible, experiments to be repeatable and methods to be reusable. This can be a challenge in geosciences, with available data sets that are becoming more complex and constantly superseded by new, improved releases. Similarly, new models and computational tools keep emerging in different versions and programming languages, with a large variability in the quality of the documentation. Moreover, how data and models are linked together towards scientific output is very rarely documented in a reproducible way. As a result, very few published results are reproducible for the general reader.

This session is designed to gain a community overview of the current open-science landscape and how this is expected to evolve in the future. It aims to foster a debate on open science, lower the bar for engaging in open science and showcase examples, including software and other instruments for assisting open research. This may include software and tools, open science dissemination platforms (such as pre-print servers and journals), the teams driving the development of open-science resources and practices, and the regulatory moves towards standardising open access in the scientific community and what those policies mean in practice. This session should advance the discussion on open and reproducible science, highlight its advantages and also provide the means to bring this into practice.

One of today's challenges in the Earth sciences is the continuous evolution of technologies, making it hard for users and developers to be up to date and take advantage of the most advanced solutions.
On the other hand, there have never been such favorable conditions for the development of Earth observation based services and applications targeting both public and private sector.
For this session we invite abstracts that present operational applications for scientific services across the geosciences, including ocean research, forest monitoring, crop monitoring and more. By presenting these success stories we hope to initiate a discussion between different actors involved in making and using services addressing gaps and needs for faster uptake of Earth observation based services.